Notes FAQ Contact Us
Collection
Advanced
Search Tips
Audience
Researchers2
Showing 1 to 15 of 78 results
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K. – Journal of Behavioral Education, 2012
Single-case design (SCD) research focuses on finding powerful effects, but the influence of this methodology on the evidence-based practice (EBP) movement is questionable. Meta-analytic procedures may help facilitate the role of SCD research in the EBP movement, but meta-analyses of SCDs are controversial. The current article provides an…
Descriptors: Evidence, Theory Practice Relationship, Validity, Educational Research
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K. – Assessment for Effective Intervention, 2011
The current study demonstrates how conceptual and procedural knowledge can be used as a heuristic to better understand student math difficulties in order to develop interventions and lay the groundwork for future research. Math interventions were implemented with two elementary students using a nonexperimental single-case design. One student…
Descriptors: Intervention, Heuristics, Mathematics Instruction, Mathematics Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K. – School Psychology Review, 2011
The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential…
Descriptors: School Psychology, Psychological Studies, Intercultural Communication, Interpersonal Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Scholin, Sarah E.; Burns, Matthew K. – Psychology in the Schools, 2012
Curriculum-based measurement is commonly used within a response-to-intervention framework to assess the effectiveness of intervention and to triage students into intervention tiers (e.g., the lowest 10% receive a Tier 3 intervention, and those in the 11th to 25th percentiles receive a Tier 2 intervention). We conducted a meta-analysis of 18…
Descriptors: Response to Intervention, Reading Fluency, Data Analysis, Curriculum Based Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K.; Kanive, Rebecca; DeGrande, Megan – Remedial and Special Education, 2012
The current study reviews a computer-based math fluency intervention with 216 third- and fourth-grade students who were at risk for math difficulties. The intervention used a computer software program to practice math facts an average of three times per week for 8 to 15 weeks. Data were compared to those of 226 students in a control group. Results…
Descriptors: Control Groups, Intervention, Computer Software, Computers
Peer reviewed Peer reviewed
Direct linkDirect link
Petersen-Brown, Shawna; Burns, Matthew K. – School Psychology Quarterly, 2011
The current study investigates the effect of adding a semantic component, in the form of vocabulary, to the incremental rehearsal (IR) procedure. Sixty-one second- and third-grade students in a suburban elementary school were randomly assigned to one of two conditions: IR or IR with vocabulary. Each participant was taught seven previously unknown…
Descriptors: Emergent Literacy, Grade 1, Grade 3, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Someki, Fumio; Burns, Matthew K. – Psychology in the Schools, 2009
Measuring student response to interventions has become an important role for school psychologists. Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are frequently treated with stimulant medication, but the response to the treatment is rarely adequately assessed. The current study examined the sensitivity of measures used to assess the…
Descriptors: Stimulants, School Psychologists, Hyperactivity, Attention Deficit Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K. – School Psychology Quarterly, 2007
Sight-word instruction can improve functioning with various daily, recreational, and work-related tasks among children with moderate to severe disabilities. Previous research has demonstrated the effectiveness of drill methods to teach sight words if the model contains at least 50% known items, which would also increase the number of opportunities…
Descriptors: Sight Vocabulary, Mental Retardation, Drills (Practice), Opportunities
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K. – School Psychology Quarterly, 2007
Curriculum-based assessment assesses the match between curriculum and student skill by computing the percentage of known words in a reading task and comparing it to the instructional level criterion of 93% to 97% known. The current study examined the effect of preteaching unknown words to 29 third-grade children identified as learning disabled…
Descriptors: Reading Comprehension, Reading Difficulties, Learning Disabilities, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K.; Sterling-Turner, Heather E. – Psychology in the Schools, 2010
Previous research has demonstrated the importance of examining the instructional efficiency of academic interventions and has defined efficiency as the number of items learned per instructional minute. Maintenance of the skill is also an important instructional goal, however. Therefore, the current study compared efficiency metrics using initial…
Descriptors: Language Maintenance, Translation, English, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Szadokierski, Isadora; Burns, Matthew K. – Journal of School Psychology, 2008
Drill procedures have been used to increase the retention of various types of information, but little is known about the causal mechanisms of these techniques. The current study compared the effect of two key features of drill procedures, a large number of opportunities to respond (OTR) and a drill ratio that maintains a high percentage of known…
Descriptors: Artificial Languages, Statistical Analysis, Grade 4, Drills (Practice)
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K.; Wagner, Dana – School Psychology Review, 2008
The current study applied meta-analytic procedures to brief experimental analysis research of reading fluency interventions to better inform practice and suggest areas for future research. Thirteen studies were examined to determine what magnitude of effect was needed to identify an intervention as the most effective within a brief experimental…
Descriptors: Intervention, Reading Fluency, Outcomes of Treatment, Effect Size
Peer reviewed Peer reviewed
Direct linkDirect link
Sadeh, Shanna S.; Burns, Matthew K.; Sullivan, Amanda L. – School Psychology Quarterly, 2012
Evidence suggests that executive function (EF) may be a potent and malleable predictor of academic achievement in children. Schools may be able to use this predictive power if researchers develop EF measures that not only have ecological and construct validity, but also are also efficient and affordable. To this end, Garcia-Barrera and colleagues…
Descriptors: Academic Achievement, Factor Analysis, Mathematics Achievement, Evidence
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K.; Helman, Lori A. – Literacy Research and Instruction, 2009
The current study examined the sight word acquisition rate (AR) of 43 second-grade students who were English language learners (ELL) from three diverse, urban schools. The AR was analyzed in relation to each student's oral proficiency in English, and examined whether or not children who are ELL but have a higher level of English proficiency would…
Descriptors: Sight Vocabulary, English (Second Language), Second Language Learning, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Beck, Michelle; Burns, Matthew K.; Lau, Matthew – Behavioral Disorders, 2009
Research has consistently demonstrated that preteaching activities led to increased academic outcomes and increased academic outcomes improve behavioral variables. The purpose of this study was to determine the effect of a preteaching intervention on time spent on task for children identified with a behavioral disorder (BD). A single-subject…
Descriptors: Intervention, Intervals, Behavior Disorders, Predictor Variables
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6